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Julia McManus Posts: 6
6/17/2020
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I have adapted an assessment for a monologue performance for a student with cerebral palsy. One of the standards I was judging was "Clarity of Speech." This did not apply to my SWD, and he and his aide knew he was only responsible for the writing and memorizing of his monologue and would have the option to perform just for me. He still wanted to do the monologue for the class however and was able to convey his intended emotion and communicate well enough to be understood.
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Julia K McManus
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Donalee Nobles Posts: 4
6/17/2020
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I had a student that was ELL. She was overwhelmed with trying to adjust with her new environment. She spent many days crying and secluded. I gave her my laptop to use to create a story about her native home to share with the class. She was able to imbed music in the Sway. It was a great experience for her. She brought photos that I scanned of her home and school. She used titles that we translated. It was the best visual assessment of her 'story' I had ever seen. Students in the class were amazed at the similarities and differences. Because of her Sway, many went back to 'fix' theirs because they wanted their presentation to be just as amazing.
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Lesley Shea Posts: 7
6/22/2020
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n my Drama class, I had a student that was visually impaired. He could not read from a textbook, worksheet or the board but could see shapes so got around the classroom and school very well. I use a lot of demonstrations to show and teach concepts and this was a problem when he was first in my class. I soon paired him with a peer so that he could get help with materials (props, etc) and with the lesson I would give him hands on instruction to understand...a lot of time he was my person to help with the example/demonstration to the class.
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Kristie L. Holley Posts: 3
7/2/2020
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One way I have successfully adapted an assessment in my high school theatre classroom was for an ESE student who struggled with reading and writing. Rather than write a script for a play writing assessment himself, I had the student use his memo app on his phone to record his ideas and his dialogue. He then had a partner transcribe the script and read it back to him so that he could revise.
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Danielle Akers Posts: 3
8/1/2020
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On a more basic level, I have adapted my pre- and post-tests for students with limited vision by printing enlarged copies for them. I have also offered that they may use the magnifying device on their phone along with a normal-sized test if they prefer.
On a more creative level, I have evaluated my students with limited vision with slightly different criteria when it comes to performing scenes with other actors. Instead of giving them points for "eye contact / check-ins with your scene partner," I give points for other ways that they "check in" with their partner, including vocally and physically. This tactic allows me to evaluate the actors based on the necessary skills without excluding these students due to their disability.
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Christina Goodin Posts: 3
8/19/2020
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Last year, I had multiple students with ADHD in my course. One student in particular had a really hard time sitting for tests, as they were easily distracted and had a hard time staying quiet. For this child, I turned his test into an oral test. During lunch, he came in and I would rad him the questions and then ask him to explain to me his response. After he told me what he thought, I would read the options and allow him to make his selection. This technique worked well because it gave him the chance to show me his knowledge. During the test for everyone else, I had him sit away from others and work on a hands-on project so he could keep his mind and hands busy without stressing over the test.
Another option I gave students was the choice of performance. When we did our Shakespeare unit, students were asked to perform a creative choice on presenting facts about Shakespeare to their class. My student with ADHD also happened to like rap, so he wrote a rap about Shakespeare and got to perform it for his peers. Through his efforts, it was obvious what he learned and his classmates also really appreciated his enthusiasm. This choice allowed him to use his energy and passion to convey his knowledge.
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Lori Sessions Posts: 3
8/22/2020
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- Last year I adapted a Technical Theatre portfolio and resume assignment by having the student submit pictures of the projects he workedon during the semester. He was on the Austism Spectrum.
- For a student with an intellectual disability who had a performance project I could give a shorter passage to perform, or allow her to work with students in a small group performance. This would benefit the student as she would still be working on performing skills such as confidence, articulation, projection and expression, but the learning would be differentiated to meet her needs.
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Emily Blevins Posts: 3
9/14/2020
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Within my high school art classroom, several of my emotionally and behaviorally disabled students needed adapted assessment opportunities to successfully show their understanding of the content learned. On written assessments for mid-term and final exams, students that needed to use oral and/or visual assessments were allowed to demonstrate and communicate their understanding of the elements and principles of design.
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Arthur Quinn Posts: 3
9/25/2020
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I once had a student who stuttered and had an anxiety disorder. This student was always engaged watching their peers perform but was uncomfortable preforming for their peers. For monologue assignments, I started out by letting the student record their monologues for me and they would show me the video when they were ready. This allowed them multiple attempts and their SLP worked with them. Eventually they would perform monologue for me, which I felt was a big step. For group scene projects, I would partner them with a group of students who enjoyed drawing and I would ask them to draw a comic book to represent what the scene would look like.
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Martin Rohleder Posts: 3
10/29/2020
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One assessment I used with my student with intellectual and language disabilities was a theatre vocabulary test. The acting vocabulary shared within the unit was trimmed down to meet his needs without overwhelming him. He was given a simplified notes page to read with the aid using his accommodated read aloud items. He had to identify the terms from the vocabulary cards given to him to match to the words as he came across them in the notes. He then drew a picture on the back of the card to represent each term. He was then given a multiple choice test and was allowed to use his created cards to assist him with the assessment.
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Mary Elrod Posts: 2
11/2/2020
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I have a 6th grade student who is not a fluent reader and is SLD. She does not like to read in front of others. I was giving an assessment for a melodrama unit that we had done. I was assessing their knowledge of the poses, emotions and vocabulary terms that they had learned during the unit. I had them get into groups and practice a short scene. She immediately didn't want to even get into a group so I had her come and work with me instead of a classmate. I practiced the scene with her and instead of her performing the scene in front of the class I just counted her practice as her performance piece.
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Katie Neal Posts: 3
12/15/2020
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One alternate assessment that I have used in the past is pairing an ESE student with a general education students for a pantomime assessment. The general education student guided the ESE student to develop a basic pantomime and perform it together instead of a solo performance.
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Michelle Petrucci Posts: 3
1/1/2021
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For one of my students with an IEP, I made an alteration to a written choreography assignment. She is a very visual learner which is great for dance class, but translating movement into words was challenging for her. So, we worked together as she went through the movement sequences on her own, I guided her in the words she chose to describe them. Then, I helped her organize the dance phrases into phrases of words. They ended up being grouped in a way that was visually helpful for her on the page as well, organizing the movement into its parts.
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Beth Bedee Posts: 4
1/5/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
The summative assessment for a unit was to perform a memorized monologue. Students were given a particular length of time to prepare and rehearse before the performance in front of the class. I've adapted this assessment for students with specific learning disabilities by allowing them more preparation time. In several instances, I had students with severe anxiety. I allowed them to perform their monologues for only me without the class watching.
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Holly Harris Posts: 3
2/12/2021
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- Option 2: Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion.
I have a student suffering from extreme anxiety in my musical theatre production class. I use weekly script annotation checks instead of biweekly so this student doesn't get overwhelmed. He can have his partner review his blocking and character annotations before submitting his script. I always give a weekly overview of the music, script pages and/or scene work we will cover so he and everyone else in the class is comfortable knowing what is on the radar that week and I refer back to the schedule every day. Lastly, we have an agreed signal if he needs to take a breather and go get a drink of water to unwind.
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Suzi Hupfer Posts: 2
3/2/2021
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I have taught a number of students who have had trouble focusing and processing. I would try to ask them questions, stand near them or have them work with another student to better understand the material. I have also used graphic organizers and guided notes with a great deal of success.
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Courtney Kyle Posts: 3
3/6/2021
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a student that was within my Advanced Theatre class. He is ASD. When working on our Semester Monologue Project, he took his piece with him to Speech and worked on it with the SLP. Part of the original assignment was to note where the highs and lows of the piece were emotionally. In his, we modified the assignment so that he noted where he was often getting "stuck". In those places, he would now take a breath. Another part of the assignment, was to perform it, memorized. Instead of performing it for the entire class, he came in during lunch and performed it for me. After getting over the "stress" of the grade, he was then able to perform it for his peers. He did need a bit of prompting of words and encouragement through it, but he was able to get the piece done.
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Andrea E Hanna Posts: 3
4/27/2021
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
One of my favorite and most successful assessment tools for students with disabilities in my theatre class, has been the ‘Mirror Game’. The Mirror serves as a tool for building collaboration, facial and body expression, self-evaluation, peer teaching, and socialization skills. The process is that students are paired and must practice staring into each other’s eyes to follow, first large, smooth, slow movements, then smaller, defined, increasingly faster movements, and progress to body large movements and then increasingly smaller more specific facial movements. As they move, I say, “Change.” At every integral of change, each partner becomes the leader of the movements. The philosophy behind the Mirror is that you can see every movement through the eyes. At first the students spend the first few minutes laughing and stating that they can't keep looking into the eyes, but eventually they understand the connection brings success.
This activity is introduced after students have acquired basic skills in theatre and have begun to establish relationships with each other. Often cliques have been formed which often excludes student the cliques feel are unlike them, so this activity serves a dual purpose; it reshapes the groupings of students as I assign partners who are often unlike, and it allows me to ensure that one of the partners is a stronger performer than the other. I do not focus on the particular disability of any students, as I believe all human beings have some area we could define as a disability. I do, however, assign my labeled students to students I know will be gracious. Initially this is a game, but eventually I make it a competition of ‘twins, and an assessment for various theatrical competencies. I evaluate each area at different intervals.
The students must perform this improvised routine so precisely the observers can not tell who is initiating the movements. Awards are given to the best twins and the partners will again be reassigned. It has always increased peer relationships, but far more important, students with disabilities who have limited facial expressions show vast improvements in that area as they are really being taught by peers, who realize that their partner might have a disability but he/she is really good at…
I always feel excited after we have done the Mirror activity a few times, because I hear at least 10 of my 50+ students say, ‘You should get Joey to do the mirror with Molly, they are so good together!’ Both general and exceptional peers are honored and encouraged. Each Mirror evaluation becomes a peer/teacher evaluation. I sometimes use peer evaluation cards with my evaluations to determine a final grade for ongoing assessments. This gives me a class-wide evaluation of the instructional practice and student learning preferences.
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Mary McGregor Posts: 3
4/29/2021
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I love when a teacher gets creative and helps their students with disabilities. Thanks for sharing your ideas.
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Caroline Carter Posts: 4
5/3/2021
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In my program students are assessed not only on live performance but on their written critiques and a memory test (memorization.) I use rubrics for live performances and written critiques. This way students have concrete examples of what they will be scored on. When providing written feedback, some students are permitted to type up their feedback and submit it to me via canvas. Also, for the memory test - there are some students with disabilities that we chunk their test into 2 or 3 separate sessions so that they can focus on small sections at a time for their memory test.
Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Informal Assessment - Student journaling is a great way for me to check on specific areas with students. This is an easy yet informative way to do an informal assessment with all students but especially students with disabilities.
I would also like to include exit cards once a week as another way to informally assess students on new knowledge and also for self-reflection.
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